| dc.contributor.author | Roy, Soumita | |
| dc.date.accessioned | 2015-07-31T17:41:13Z | |
| dc.date.available | 2015-07-31T17:41:13Z | |
| dc.date.issued | 2015-06-15 | |
| dc.identifier.uri | http://hdl.handle.net/1803/7146 | |
| dc.description | Teaching and Learning Department capstone project
EDUC 3680
Capstone Seminar
Professor name: Dr. Kristen Weeks Neal
This essay investigates the application of culturally responsive pedagogy (CRP) in teaching the culturally and linguistically diverse (CLD) struggling readers in elementary grades. The need for early reading intervention has been identified and a literature review on both CLD struggling readers and CRP is presented. The reading intervention models such as Response To Intervention (RTI) and Reading Rescue (RES) are reviewed. CRP strategies such as balanced instruction, engaging reading activities, using multiethnic children’s literature, employing student voice and choice, responsive feedback, scaffolding, and, collaborative learning are discussed. Peer Assisted Learning Strategies (PALS) program is analyzed to support the reading process of the elementary CLD students. Implications and a plan of action are also provided. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Vanderbilt University. Peabody College | en_US |
| dc.subject | Culturally and Linguistically Diverse (CLD) students | en_US |
| dc.subject | Culturally Responsive Pedagogy (CRP) | en_US |
| dc.subject | Struggling Readers | en_US |
| dc.subject | Culturally Relevant Teaching | en_US |
| dc.title | Use of Culturally Responsive Pedagogy in Benefitting Culturally and Linguistically Diverse Elementary Struggling Readers | en_US |
| dc.type | Capstone | en_US |
| dc.description.college | Peabody College of Education and Human Development | en_US |
| dc.description.department | Department of Teaching and Learning | en_US |
